Multilingual learning and teaching is founded on universal human and children's rights. In this article, multilingualism is approached as a pedagogic principle of ensuring inclusion thatdue to various forms of and reasons for bilingualism and multilingualism-retains the child's first language and develops sensitivity toward children in the process of acquiring a second language. By conceptualizing bilingualism/multilingualism in preschools and schools, we aim to draw attention to the laws and characteristics of the educational process that affect children whose first language does not represent the dominant language in the children's formal educational environment and who primarily come from socially underprivileged backgrounds. Essentially, the article presents the principles of planning multilingual teaching based on the inclusive paradigm of theory and practice. PUBLICATION ABSTRACT